Analysis of Physics Learning Difficulties in The Topic of Quantum Phenomena of Madrasah Aliyah Students in Indragiri Hulu

Abstract This study aims to analysis the learning difficulties experienced by class XII students in studying physics, quantum phenomena. For this purpose, we have surveyed 180 class XII students of MAN 1 Indragiri Hulu, Riau, Indonesia, as respondents. The survey was conducted by evaluating the resp...

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Bibliographic Details
Published in:Journal of physics. Conference series 2022-07, Vol.2309 (1), p.12089
Main Authors: Mahmudah, Rif’atul, Zulirfan, Z., Rahmad, M.
Format: Article
Language:English
Subjects:
Black body radiation
Data analysis
Learning
Learning disabilities
Photoelectric effect
Photoelectricity
Physics
Qualitative analysis
Quantum phenomena
Students
Teachers
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Summary:Abstract This study aims to analysis the learning difficulties experienced by class XII students in studying physics, quantum phenomena. For this purpose, we have surveyed 180 class XII students of MAN 1 Indragiri Hulu, Riau, Indonesia, as respondents. The survey was conducted by evaluating the respondents’ formative test results on quantum phenomena in the last three years and followed by interviews. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. Based on the analysis of the formative test data, it was found that 58% of respondents had learning difficulties in the very high category. Judging from understanding the concept of quantum phenomena which includes sub-topics: Black Body Radiation, Wien Shift Law, Photon Energy, Photoelectric Effects, Compton Effects, and X-Rays, the results of data analysis show that respondents’ mastery is below 30%. Meanwhile, based on interviews that have been conducted with some randomly selected respondents, it was found that the factors of respondents’ learning difficulties on the topic of Quantum Phenomena include: the topic is abstract, the teacher does not use engaging media and supports understanding, and the teacher’s teaching style is less variety.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/2309/1/012089